Chapter Resources - Chapter 1: Place Value, Addition, and Subtraction To One Million

CHAPTER RESOURCES • Chapter 1
Canada Photos/Getty Images; (Sawtooth Range. Idaho) ©Ron and Patty Thomas Photography/E+/Getty Images
Place Value, Addition, and Subtraction to One Million
© Houghton Mifflin Harcourt Publishing Company • Cover Image Credits: (Ground Squirrel) ©Don Johnston/All
INCLUDES
• Prerequisite Skills Inventory
• Beginning-of-Year Test
• School-Home Letter
• Vocabulary Game Directions
• Daily Enrichment Activities
• Reteach Intervention for every lesson
• Chapter 1 Test
• Chapter 1 Performance Task
• Answer Keys and
Individual Record Forms
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any
form or by any means, electronic or mechanical, including photocopying, recording, broadcasting or by any
other information storage and retrieval system, without written permission of the copyright owner unless such
copying is expressly permitted by federal copyright law.
Only those pages that are specifically enabled by the program and indicated by the presence of the print
icon may be printed and reproduced in classroom quantities by individual teachers using the corresponding
student’s textbook or kit as the major vehicle for regular classroom instruction.
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices
and Council of Chief State School Officers. All rights reserved.
This product is not sponsored or endorsed by the Common Core State Standards Initiative of the National
Governors Association Center for Best Practices and the Council of Chief State School Officers.
HOUGHTON MIFFLIN HARCOURT and the HMH Logo are trademarks and service marks of Houghton
Mifflin Harcourt Publishing Company. You shall not display, disparage, dilute or taint Houghton Mifflin Harcourt
trademarks and service marks or use any confusingly similar marks, or use Houghton Mifflin Harcourt
marks in such a way that would misrepresent the identity of the owner. Any permitted use of Houghton
Mifflin Harcourt trademarks and service marks inures to the benefit of Houghton Mifflin Harcourt Publishing
Company.
All other trademarks, service marks or registered trademarks appearing on Houghton Mifflin Harcourt
Publishing Company websites are the trademarks or service marks of their respective owners.
Contents
Overview & Diagnostic ..................................................................................... v
Formative and Summative Assessment .......................................................... vi
Assessment Technology ................................................................................. vii
Data-Driven Decision Making ........................................................................ viii
Performance Assessment ................................................................................ ix
Portfolio Assessment ........................................................................................ x
Common Core Assessment Formats ............................................................... xi
Test Answer Sheet .......................................................................................... xv
Prerequisite Skills Inventory ........................................................................... 1-1
Beginning-of-Year Test ................................................................................... 1-7
Chapter 1 School-Home Letter (English) ..................................................... 1-17
Chapter 1 School-Home Letter (Spanish) .................................................... 1-18
Vocabulary Game ........................................................................................ 1-19
1.1 Reteach ................................................................................................. 1-21
1.1 Enrich ..................................................................................................... 1-22
1.2 Reteach ................................................................................................. 1-23
1.2 Enrich ..................................................................................................... 1-24
1.3 Reteach ................................................................................................. 1-25
1.3 Enrich ..................................................................................................... 1-26
1.4 Reteach ................................................................................................. 1-27
1.4 Enrich ..................................................................................................... 1-28
Chapter Resources iii Table of Contents

© Houghton Mifflin Harcourt Publishing Company
1.5 Reteach ................................................................................................. 1-29
1.5 Enrich ..................................................................................................... 1-30
1.6 Reteach ................................................................................................. 1-31
1.6 Enrich ..................................................................................................... 1-32
1.7 Reteach ................................................................................................. 1-33
1.7 Enrich ..................................................................................................... 1-34
1.8 Reteach ................................................................................................. 1-35
1.8 Enrich ..................................................................................................... 1-36
Chapter 1 Test ............................................................................................. 1-37
Chapter 1 Performance Task ....................................................................... 1-43
Answer Keys ................................................................................................ 1-48
Individual Record Forms .............................................................................. 1-63
Chapter Resources iv Table of Contents

Overview of Go Math! Assessment
How Assessment Can Help Individualize Instruction
The Chapter Resources contains several types of assessment for use throughout
the school year. Assessment pacing can also be found in the Go Math! Teacher
Edition. The following pages will explain how these assessments help teachers
evaluate students’ understanding of the Common Core standards. These
Chapter Resources also contain Individual Record Forms to help guide teachers’
instructional choices and to improve students’ performance.
Diagnostic Assessment
Prerequisite Skills Inventory in the Chapter Resources should be given at the
beginning of the school year or when a new student arrives. This short-answer
test assesses students’ understanding of prerequisite skills. Test results provide
information about the review or intervention that students may need in order to be
successful in learning the mathematics related to the standards for this grade level.
Suggestions for intervention are provided for this inventory.
Beginning-of-Year Test in the Chapter Resources, contains items that are
presented in Common Core assessment format. This test should be given early in
the year to determine which on-grade-level skills students may already understand.
This benchmark test will facilitate customization of instructional content to optimize
the time spent teaching specific objectives. Suggestions for intervention are
provided for this test.
Show What You Know in the Student Edition is provided for each chapter. It
assesses prior knowledge from previous grades as well as content taught earlier
in the current grade. Teachers can customize instructional content using the
intervention options suggested. The assessment should be scheduled at the
beginning of each chapter to determine if students have the prerequisite skills for
the chapter.
Chapter Resources v Overview

Formative Assessment
Lesson Quick Check in every lesson of the Teacher Edition monitors students’
understanding of the skills and concepts being presented.
Lesson Practice for every lesson in the Student Edition helps students achieve
fluency, speed, and confidence with grade level skills and concepts.
Mid-Chapter Checkpoint in the Student Edition provides monitoring of students’
progress to permit instructional adjustments, and when required, to facilitate
students’ mastery of the objectives.
Middle-of-Year Test in the Chapter Resources assesses the same standards as
the Beginning-of-Year Test, allowing students’ progress to be tracked and providing
opportunity for instructional adjustments, when required.
Portfolios encourage students to collect work samples throughout the chapter as a
reinforcement of their progress and achievements.
Summative Assessment
Chapter Review/Tests in the Student Edition indicate whether additional
instruction or practice is necessary for students to master the concepts and skills
taught in the chapter. These tests include items presented in a variety of Common
Core assessment formats.
Chapter Tests in the Chapter Resources evaluate students’ mastery of concepts
and skills taught in the chapter. These tests assess the mastery of the Common
Core standards taught in a chapter. Item types on these tests are similar to ones a
student would encounter on a test to assess Common Core standards.
Performance Assessment Tasks in the Chapter Resources are provided for each
Chapter and Critical Area. Each assessment contains several tasks to assess
students’ ability to use what they have learned and provides an opportunity for
students to display their thinking strategies. Each set of tasks is accompanied by
teacher support pages, a rubric for scoring, and examples of student work for the
task.
End-of-Year Tests in the Chapter Resources assess the same standards as
the Beginning- and Middle-of-Year Tests. It is the final benchmark test for the
grade level. When students’ performance on the End-of-Year Test is compared
to performance on the Beginning- and Middle-of-Year Tests, teachers are able to
document students’ growth.
Chapter Resources vi Overview

Getting Ready Tests in the Getting Ready Lessons and Resources evaluate the
students’ understanding of concepts and skills taught as readiness for the next
grade level. These tests are available in a mixed-response format comprised of
multiple choice and short answer.
Assessment Technology
The Personal Math Trainer offers online homework, assessment, and intervention.
There are pre-built tests that lead to intervention and a personal study plan.
Algorithmically generated technology-enhanced items have wrong answer feedback
and learning aids.
Chapter Resources vii Overview

Data-Driven Decision Making
Go Math! allows for quick and accurate data-driven decision making so you
can spend more instructional time tailoring to students’ needs. The Data-Driven
Decision Making chart with Diagnostic, Formative, and Summative Assessments
provides prescribed interventions so students have a greater opportunity for
success with the Common Core standards.
Intervention and Review Resources

For skills that students have not yet mastered, the Reteach in Chapter Resources,
Tier 1 and Tier 2 RtI Activities online, or The Personal Math Trainer provide
additional instruction and practice on concepts and skills in the chapter.
Using Individual Record Forms

The Chapter Resources includes Individual Record Forms (IRF) for all tests. On
these forms, each test item is correlated to the standard it assesses. There are
intervention resources correlated to each item as well. A common error explains why
a student may have missed the item. These forms can be used to:
• Follow progress throughout the year.
• Identify strengths, weaknesses, and provide follow-up instruction.
• Make assignments based on the intervention options provided.
Chapter Resources viii Data-Driven Decision Making

Performance Assessment
Performance Assessment, together with other types of assessment, can supply
the missing information not provided by other testing formats. Performance
Assessments, in particular, help reveal the thinking strategies students use to work
through a problem. Performance Assessments with multiple tasks for each chapter
and Critical Area are provided in the Chapter Resources.
Performance Assessment is provided in many places in Go Math!
Each of these assessments has several tasks that target specific math concepts,
skills, and strategies. These tasks can help assess students’ ability to use what they
have learned to solve everyday problems. Each assessment focuses on a theme.
Teachers can plan for students to complete one task at a time or use an extended
amount of time to complete the entire assessment.
Teacher support pages introduce each Performance Assessment. A task-specific
rubric helps teachers evaluate students’ work. Papers to illustrate actual students’
work are also provided to aid in scoring.
Chapter Resources ix Performance Assessment

Portfolio Assessment
A portfolio is a collection of each student’s work gathered over an extended
period of time.
A portfolio illustrates the growth, talents, achievements, and reflections of the
learner and provides a means for you and the student to assess performance
and progress.
Building a Portfolio
There are many opportunities to collect student’s work throughout the year as
you use Go Math! Give students the opportunity to select some work samples
to be included in the portfolio.
• Provide a folder for each student with the student’s name clearly marked.
• Explain to students that throughout the year they will save some of their
work in the folder. Sometimes it will be their individual work; sometimes it
will be group reports and projects or completed checklists.
Evaluating a Portfolio
The following points made with regular portfolio evaluation will encourage
growth in self-evaluation:
• Discuss the contents of the portfolio as you examine it with each student.
• Encourage and reward each student by emphasizing growth, original thinking,
and completion of tasks.
• Reinforce and adjust instruction of the broad goals you want to accomplish
as you evaluate the portfolios.
• Examine each portfolio on the basis of individual growth rather than in
comparison with other portfolios.
• Share the portfolio with family during conferences or send the portfolio
home with the student.
Chapter Resources x Portfolio Assessment

Common Core Assessment Formats
Common Core Assessment consortia have developed assessments that contain
item types beyond the traditional multiple-choice format. This allows for a more
robust assessment of students’ understanding of concepts. Common Core
assessments will be administered via computers; and Go Math! presents items in
formats similar to what students will see on the tests. The following information is
provided to help teachers familiarize students with these different types of items. An
example of each item type appears on the following pages. You may want to use
the examples to introduce the item types to students. The following explanations are
provided to guide students in answering the questions. These pages describe the
most common item types. You may find other types on some tests.
Example 1 Tell if a number rounds to a given number.
Yes or No
For this type of item, students respond to a single question with several
examples. There are directions similar to, “For numbers 1a–1d, choose Yes or No
to tell whether …” Tell students to be sure to answer the question for each part
given below the directions. They will fill in the bubble next to “Yes” or “No” to tell
whether the example fits the description in the question. They must fill in a bubble
for each part.
Example 2 Answer questions about a scenario.
True or False
This type of item is similar to the Yes or No type. For the True or False items,
students will see directions similar to, “For numbers 2a–2c, select True or False
for each statement.” Each part below the directions must be read as a stand-alone
sentence. After reading the sentence, students mark True or False to indicate the
answer. They need to fill in a bubble for each sentence.
Example 3 Identify examples of a property.
More Than One Correct Choice
This type of item may confuse students because it looks like a traditional multiple-
choice item. Tell students this type of item will ask them to mark all that apply.
Younger students may not understand what “mark all that apply” means. Tell them to
carefully look at each choice and mark it if it is a correct answer.
Chapter Resources xi Common Core Assessment Formats

Example 4 Circle the word that completes the sentence.
Choose From a List
Sometimes when students take a test on a computer, they will have to select a
word, number, or symbol from a drop-down list. The Go Math! tests show a list and
ask students to choose the correct answer. Tell students to make their choice by
circling the correct answer. There will only be one choice that is correct.
Example 5 Sort numbers by even or odd.
Sorting
Students may be asked to sort something into categories. These items will present
numbers, words, or equations on rectangular “tiles.” The directions will ask students
to write each of the items in the box that describes it. When the sorting involves
more complex equations or drawings, each tile will have a letter next to it. Students
will be asked to write the letter for the tile in the box. Tell students that sometimes
they may write the same number or word in more than one box. For example, if they
need to sort quadrilaterals by category, a square could be in a box labeled rectangle
and another box labeled rhombus.
Example 6 Order numbers from least to greatest.
Use Given Numbers in the Answer
Students may also see numbers and symbols on tiles when they are asked to write
an equation or answer a question using only numbers. They should use the given
numbers to write the answer to the problem. Sometimes there will be extra numbers.
They may also need to use each number more than once.
Example 7 Match related facts.
Matching
Some items will ask students to match equivalent values or other related items. The
directions will specify what they should match. There will be dots to guide them in
drawing lines. The matching may be between columns or rows.
Chapter Resources xii Common Core Assessment Formats

Example 1 For numbers 1a–1d, choose Yes or No to tell whether
Yes or No the number is 3,000 when it is rounded to the
nearest thousand.
1a. 3,235 Yes No
Fill in a bubble for 1b. 3,514 Yes No

each part.
1c. 3,921 Yes No
1d. 2,847 Yes No
Example 2 Colten has 342 pennies in his collection.

True or False Kayla has 175 pennies in her collection.
For numbers 2a–2c, select True or False for

each statement.
Fill in a bubble for 2a. Colten has more True False
each part. pennies in his collection
than Kayla has.
2b. The total number of True False
pennies Colten and Kayla
have is an odd number.
2c. Kayla needs 50 more True False
pennies to have 200 pennies.
Example 3 Select the equations that show the Commutative

More Than One Property of Addition. Mark all that apply.
Correct Choice
A 35 + 56 = 30 + 5 + 50 + 6
B 47 + 68 = 68 + 47
Fill in the bubble C 32 + 54 = 54 + 32

next to all the correct D 12 + 90 = 90 + 12
answers.
E 346 + 932 = 900 + 346 + 32
F 45 + 167 = 40 + 167 + 5
Chapter Resources xiii Common Core Assessment Formats

Example 4 (25 + 17) + 23 = 25 + (17 + 23)
Choose From a List
The equation shows the order.
Circle the word that addends in a different
grouping.
completes the sentence.
operation.
Example 5 Write each number in the box below the word that
describes it.
Sorting 33 46 72 97
Even Odd
Copy the numbers in
the correct box.
Example 6 Write the numbers in order from least to greatest.

Use Given Numbers
in the Answer 345 267 390 714 873
Write the given
numbers to answer
the question.
Example 7 Match the pairs of related facts.

Matching
8 + 7 = 15 • • 12 – 9 = 3
Draw lines to match
an item in one 14 – 8 = 6 • • 7 + 8 = 15
column to the related
item in the other 3 + 9 = 12 • • 9 + 7 = 16
column.
16 – 7 = 9 • • 14 – 6 = 8
Chapter Resources xiv Common Core Assessment Formats

Name Date Go Math!
Test Answer Sheet
1. A B C D 26. A B C D
2. A B C D 27. A B C D
3. A B C D 28. A B C D
4. A B C D 29. A B C D
5. A B C D 30. A B C D
6. A B C D 31. A B C D
7. A B C D 32. A B C D
8. A B C D 33. A B C D
9. A B C D 34. A B C D
10. A B C D 35. A B C D
11. A B C D 36. A B C D
12. A B C D 37. A B C D
13. A B C D 38. A B C D
14. A B C D 39. A B C D
15. A B C D 40. A B C D
16. A B C D 41. A B C D
17. A B C D 42. A B C D
18. A B C D 43. A B C D
19. A B C D 44. A B C D
20. A B C D 45. A B C D
21. A B C D 46. A B C D
22. A B C D 47. A B C D
23. A B C D 48. A B C D
24. A B C D 49. A B C D
25. A B C D 50. A B C D
Chapter Resources xv Test Answer Sheet

Prerequisite Skills
Name Inventory for Grade 4
Page 1
Write the correct answer.
1. The ice skating rink rented 4. Mr. Li drove 287 miles from Hawk
238 pairs of ice skates one City to Bear Town. He then drove
weekend. What is 238 rounded 175 miles from Bear Town to Cedar
to the nearest hundred? City. How many miles did Mr. Li
drive in all?
2. The theater has 329 fixed seats and

174 moveable seats. What could be 5. Hector earned 942 points in his
a reasonable estimate of the total first round of a video game. Sarah
number of seats in the theater? earned 791 points in her first round
of the same video game. What
could be a reasonable estimate
of how many more points Hector
earned than Sarah in the first round
of the video game?
3. On Saturday, the lifeguard counted
416 swimmers at the beach. On
Sunday the lifeguard counted
283 swimmers at the beach. How
many swimmers were at the beach
in all? 6. Mrs. Rourke’s class collected
385 cans during a recycling drive.
Mr. Hardy’s class collected
259 cans during the same
recycling drive. How many more
cans did Mrs. Rourke’s class collect
than Mr. Hardy’s class?
*221
Chapter Resources 1-1 Prerequisite Skills Inventory for Grade 4

Prerequisite Skills
Page 2
7. Campers go to Ridgeline Camp 9. Kevin divided his model airplane
for one week sessions. During the collection into 3 groups. Each
first week of camp, there were group has 5 airplanes.
112 campers. During the second
week, there were 15 fewer campers
than in the first week. How many
campers were at camp during
both weeks?
How many model airplanes does
Week 1 112 campers Kevin have in his collection?
Week 2 15
campers
campers
campers campers 10. There are 4 jars for markers

in Maya’s class. Maya found
0 markers in each jar. Write a
campers
number sentence that shows how
many markers Maya found in all.
8. A seamstress measured the lengths

of several ribbons. She recorded
the data in the line plot below.
7 11. Mrs. Murphy bought 2 boxes of
7 7
7 7 7 7 granola bars. Each box has 6 bars.
7 7 7 7 7 How many granola bars did Mrs.
7 7 7 7 7 7 Murphy buy in all?
1 2 3 4 5 6
Length of Ribbons
(in inches)
How many ribbons are

5 inches long?
*221

Prerequisite Skills
Page 3
12. Wendy writes a pattern of numbers. 16. Omar writes a set of related facts.
One of the facts he writes is
21, 28, 35, 42, 49 30 ÷ 5 = 6. Write an equation
that is included in the same set of
How can you describe this pattern? related facts.
13. Find the pattern used in the table.

Then complete the table.
17. Melody brought 5 bones to the dog
Necklaces 2 3 4 5 6 park. She gave an equal number
Beads
of bones to each of 5 dogs. How
18 27 36
many bones did Melody give to
each dog?
14. Sam plans to buy 24 slices of pizza

for a party. There are 8 slices in
18. Simone wants to put 10 photos
each whole pizza. How many pizzas
on each page of her scrap book.
does Sam need to buy?
She has picked out 70 photos she
p × 8 = 24 wants to use. How many scrap
book pages does Simone use?
15. One pack of construction paper

has 40 sheets of paper. How many 19. A school lunch table seats
sheets are in 6 packs? 6 students. How many lunch tables
are needed to seat 18 students?
*221

Prerequisite Skills
Page 4
20. Brad’s little brother has a storage 24. Toni made a model to show
box for his toy cars. Each section the number of students on the
of the box holds 8 toy cars. How playground. The shaded part of
many sections does the box have if the model shows the fraction of
it holds 56 cars? students on the slide.
What fraction of students are on

21. Ryan arranged 40 blocks in 8 equal the slide?
rows. How many blocks are in each
row?
25. A student shaded this model. The

shaded part shows what part of the
pottery glazes in the art room have
22. Susie separates 18 stickers into glitter in them.
9 equal groups. How many stickers
are in each group?
What fraction of the pottery glazes

have glitter?
23. Luke needs to divide a sheet of
paper into two equal parts. Draw
a line to divide the square into
2 equal parts.
26. Mrs. Parker bought 3_4 pound of
strawberries and 1_4 pound of
raspberries. Write a statement to
compare the amounts of berries.
*221

Prerequisite Skills
Page 5
27. Of all the students in Matea’s 30. Jake looked at the clock before
class, 2_3 are wearing sneakers and leaving for school. The hour hand
_ are wearing sandals. What
2
was between the 7 and the 8. The
6
symbol compares the fractions minute hand was on the 9. What
correctly? Write <, >, or =. time did Jake leave for school?
_2 _2
3 6
28. A scientist measures the lengths of
three beetles. The first beetle is
_ inch long. The second beetle
4
8 31. Ling started running at 10:18 A.M.
is 2_8 inch long. The third beetle is She finished running at 10:50 A.M.
_ inch long. Write the fractions in
7
8 How long did Ling run?
order from least to greatest.
32. A batch of muffins needs to bake

29. Hannah is selling slices of pie at in the oven for 24 minutes. Scott
the bake sale. The pie has 8 slices. puts the muffins in the oven at
She has sold 1_4 of the slices. 2:17 P.M. What time will he take the
muffins out of the oven?
What fraction with a denominator

of 8 is equal to 1_4 ?
33. Latonya fills a drinking glass with
water. Write more than 1 liter,
about 1 liter, or less than 1 liter to
estimate how much water the glass
will hold.
*221

Prerequisite Skills
Page 6
34. Julia wants to find the mass of her 38. Hank used line segments to draw a
textbooks. Write grams or kilograms shape. Look at the bold sides of his
to name the best unit to use to find shape.
the mass of the textbooks.
Write intersecting, perpendicular, or

35. Jillian uses a balance to compare parallel to describe the sides.
the masses of the objects shown.
Use the words is less than, is the
same, or is more than to compare
the masses of the objects.
39. Blake drew this shape.
Name Blake’s quadrilateral.
36. How many right angles does this

shape appear to have?
40. Lisa drew a quadrilateral with
4 right angles. The parallel
sides are equal length. Which
quadrilateral did she draw?
37. Carrie drew this shape. Use right

angle, less than a right angle,
or greater than a right angle to
describe the marked angle.
6723

Name Beginning of Year Test
Page 1
Choose the correct answer.
1. Daniel plans to use a strategy to find 4. Ryan made this model to find the
18 × 470. Which expression shows a product of a 3-digit number and a
strategy he could use? 1-digit number.
200 60 4
A 4 × 5 × 470
5
B 3 × 6 × 470
C 6 × 3 × 47 What multiplication sentence

represents Ryan’s model?
D 18 × 0 × 470
A 5 × 264 = 1,320
B 5 × 260 = 1,300
2. Mia has 2,590 digital photos saved C 5 × 246 = 1,230

on her computer. Ella has 5 times as
D 5 × 204 = 1,020
many saved on her computer. How
many digital photos does Ella have
saved on her computer?
A 12,950 5. Kate lives 0.6 mile from her school.
Which fraction is equivalent to 0.6?
B 12,550
0
__
A
C 11,550 6
6
____
B 100
D 10,950
1
__
C 6
6
___
D 10
3. A factory can make 2,035 markers in

one hour. Which is the best estimate
of how many markers can be made in
6 hours?
A 1,200 markers
B 2,000 markers
C 12,000 markers
D 20,000 markers
*221
Chapter Resources 1-7 Beginning of Year Test

Page 2
6. Anna jogged 1 __
3
10 miles on a path in 9. David drew the angle below.
the park. What is this distance written
as a decimal?
35°
A 0.13 mile
B 1.03 miles
What name should David give his
C 1.3 miles angle?
D 13 miles A obtuse angle
B acute angle
C right angle
7. Rico walked for __
3
10 mile. Then he D straight angle
walked for ___
24
mile. How far did he
100
walk in all?
54
A ____
100
mile
5 10. Maria put two angles together to form
B ___
10
mile a straight angle. One angle measures
30 112°. What is the measure of the
C ____
100
mile other angle?
27
D ____
100
mile A 78°
B 68°
C 58°
8. What is the measure of the unknown
D 48°
angle in the figure?
55°
45° x
A 180°
B 100°
C 80°
D 70°
*221

Page 3
11. How many degrees are in an angle 14. __ miles. Which
Mark rode his bike 22
8
that turns through 1_2 of a circle? mixed number shows the fraction of
miles he rode his bike?
A 90°
6
A 2__
8
miles
B 180°
4
C 270° B 2__
8
miles
D 360° 3
C 2__
8
miles
1
D 2__
8
miles
12. Flora needs 3_8 yard of blue ribbon 15. Zoey has 8 1_3 feet of blue yarn and
and 2_8 yard of red ribbon to make a 4 2_3 feet of green yarn. How much
bow for a present she is wrapping. more blue yarn does Zoey have than
How much ribbon does Flora need green yarn?
in all? 1
A 3__
3
feet
1
__
A 8
yard
2
B 3__
3
feet
5
B ___
16
yard
1
C 4__
3
feet
5
__ yard
C 8 2
D 4__
3
feet
7
__
D 8
yard
13. Tyler brought __

7
12 pound of trail mix on
a camping trip. He ate __
4
12 pound of the
trail mix. How much trail mix is left?
11
A ___
12
pound
4
B ___
12
pound
3
C ___
12
pound
1
D ___
12
pound
*221

Page 4
16. Kayla has 36 flower stickers, 27 bird 19. Liz and Dave made a secret code.
stickers, and 18 butterfly stickers. She They wrote some numbers in the code
wants to put an equal number of each to help them remember the pattern.
type of sticker into bags so all of the
8, 11, 10, 13, 12, 15, 14, 17
bags will be the same. How many of
each kind of sticker can Kayla put in What should be the next number in
each bag? the code?
A 9 A 15
B 1 or 9 B 16
C 1, 3, or 9 C 18
D 1, 3, 9, 12, or 18 D 20
17. Leah and Tony were playing a game.

20. The Simmons family is taking a
Leah was counting by 8s. Tony was
counting by 3s. They paced the 2-week vacation to Alaska. How many
counting so they would say the first days will their vacation last?
common number together. What is the A 7 days
first number they both said together?
B 14 days
A 12
C 21 days
B 24
D 24 days
C 32
D 36
18. Chen’s friend Bob is helping him learn

about prime numbers. Bob writes a list
of numbers and asks Chen to choose
the prime number. Which number
should Chen choose?
A 12
B 24
C 31
D 36 *221

Page 5
21. The table shows a pattern for two 23. Patrick mixed 3 quarts 1 pint of
units of customary length. orange juice with 3 pints of cranberry
juice and 1 pint of grape juice to
make punch. How much punch does
12 he have?
1
A 5 quarts 1 pint
2 24
36 B 5 quarts
3
48 C 4 quarts 1 pint
4
D 4 quarts
Which are the best labels for each
column?
A Miles, Yards
24. Karen scored 157,834 points on the
B Yards, Feet third level of her computer game.
C Yards, Inches What is the value of the digit 5 in
157,834?
D Feet, Inches
A 500,000
B 50,000
22. The tour of the space museum started C 5,000

at 10:45 A.M. It lasted for 1 hour D 500
30 minutes. What time did the tour
end?
A 11:15 A.M.
25. Maria used number tiles to make the
B 11:45 P.M. number 538,397. Jimmy used number
C 12:15 P.M. tiles to make the number 583,397.
Which statement about these
D 1:15 P.M.
numbers is correct?
A 583,397 < 538,397
B 583,397 > 538,397

C 583,397 = 538,397
D 538,397 > 583,397
*221

Page 6
26. Pete’s Pizza sold 65,182 pizzas the 29. Molly builds a rectangular exercise
first year they were open. They sold pen for her hamsters.
58,458 pizzas the second year. What 30 in.
was the total number of pizzas sold
15 in.
during the first two years of business?
A 113,640
What is the perimeter of the exercise
B 123,540 pen?
C 123,630 A 45 inches
D 123,640 B 90 inches
C 100 inches
D 450 inches
27. The town Sean lives in has 48,968
people. The town Debra lives in has
73,815 people. How many more
people live in Debra’s town? 30. Mr. Wilson is building a new patio off
the back of his house.
A 24,847
5 ft
B 24,947 5 ft
C 25,847 15 ft
10 ft
D 34,847
20 ft
How much tile does Mr. Wilson need

to cover his patio?
28. Patel uses 150 feet of fencing to
A 60 square feet
fence in his rectangular garden. The
width of the garden is 25 feet. What is B 200 square feet
the length of the garden?
C 225 square feet
A 65 feet
D 275 square feet
B 40 feet
C 50 feet
D 60 feet
*221

Page 7
31. One wall of Eric’s bedroom is 15 feet 34. From noon to 1 P.M., customers bought
wide and 8 feet high. A door on the 85 pizzas at $18 each. What is the
wall is 7 feet high and 3 feet wide. total amount customers paid for the
How much wall paper will Eric need to pizzas?
cover the wall?
A $1,430
A 120 square feet
B $1,490
B 110 square feet
C $1,530
C 99 square feet
D $1,620
D 89 square feet
32. Which shows the best estimate to

use to find 43 × 28?
35. The Best Read bookstore has
A 40 × 20 = 800
48 boxes of books to be unpacked.
B 45 × 20 = 900 Each box contains 24 books. How
many books in all need to be
C 40 × 30 = 1,200 unpacked?
D 50 × 30 = 1,500 A 1,052
B 1,125
C 1,132
33. Sofia can text 40 words in one minute.
At that rate, how many words can she D 1,152
text in 12 minutes?
A 400
B 480
C 580
D 720
*221

Page 8
36. Yoshi says he needs a board that is 39. Maya spent 1 1_6 hours a day working
__ feet long. How can Yoshi rename
17
on her science project. It took her
4
the fraction as a mixed number? 4 days to complete the project. How
1 much time in all did it take Maya to
A 5__
4 complete her science project?
1 4
B 4__
4 A 4__ hours
6
1
1
C 3__ B 4__
6
hours
4
4
1 C 3__
6
hours
D 2__
4 1
D 3__
6
hours
37. Marsha named a fraction that was not 40. On Friday, 148 fourth graders went
a multiple of 3
__. Which fraction could
6
on a field trip to a wildlife park. The
she have named? staff divided them into 5 tour groups.
6 Which is the best estimate of the
A __
6 number of students in each group?
9
B __
6 A 50
11
C ___ B 40
6
15
___
D 6 C 30
D 20
38. Carlos lives 3_8 mile from his school.

He walks to school each morning and
gets a ride home after school. How far
does Carlos walk to school in 5 days?
A 1 mile
3
B 1__
4
miles
7
C 1__
8
miles
7
D 2__
8
miles
*221

Page 9
41. Steven needs 42 stickers to decorate 44. Jared drew the figure below.
a poster he is making. The stickers
come on sheets of 12. What is the
smallest number of sheets of stickers
Steven should buy? How many lines of symmetry does the
figure have?
A 5
A 4
B 4
B 3
C 3
D 2 C 2
D 1
42. A store gave away 1,498 calendars

in 7 days. They gave away the same 45. Bella drew the figure below as an
number of calendars each day. How example for her classmate.
many calendars did the store give
away each day?
A 21
Which of the following terms best
B 204 describes the figure Bella drew?
C 214 A line segment
D 224 B line
C angle
D ray
43. A cookie factory packs 6 small
cookies in a sample pack. The factory
gives the sample packs to visitors.
How many sample packs can they
make with 1,800 cookies?
A 3,000
B 300
C 30
D 3
*221

Page 10
46. The garden in Juan’s backyard is in 48. Luisa ran 3_5 mile yesterday and 1_2 mile
the shape of a trapezoid. Which figure today. Which number is a common
could be the shape of Juan’s garden? denominator for 3_5 and 1_2 ?
A A 12
B 10
B C 5
D 2
47. A sign is in the shape of an obtuse 49. Justin needs 2_3 quart of orange juice
triangle. Which of the following could for the drink he is making. Which
be the shape of the sign? fraction is equivalent to 2_3 ?
4
A A __
9
1
B __
2
6
C __
9
B 4
D __
3
C
50. Jasmine cut 3_8 yard of blue ribbon
and 1_3 yard of red ribbon to decorate
a package. Which statement correctly
D compares the fractions?
1 3
A __
3
> __
8
1 3
B 3 = __
__
8
3 1
C __
8
> __
3
3 1
D 8 < __
__
3 6723

School-Home
1
Chapter
Letter estimate A number that is close to

the exact amount
expanded form A way to write

numbers by showing the value of
Dear Family, each digit
period Each group of three digits

During the next few weeks, our math class will be separated by commas in a multi-digit
learning how to use and represent whole numbers number
through the hundred thousands place. We will also round To replace a number with
another number that tells about how
be adding and subtracting multi-digit numbers. many or how much
You can expect to see homework that provides standard form A way to write
practice with naming numbers in different ways, as numbers using the digits 0–9 with
each digit having a place value
well as rounding and estimating greater numbers.
word form A way to write numbers
Here is a sample of how your child will be taught to by using words
write numbers in different forms.
Place Value Through Hundred Thousands

This is how we will be writing numbers in different forms. Tips
Rounding Greater
Numbers
THOUSANDS ONES
Hundreds Tens Ones Hundreds Tens Ones
When rounding, first
find the place to which
2 8 1, 3 6 5 you want to round.
Then, look at the digit to
EXPANDED FORM: the right. If the digit to
STANDARD FORM: WORD FORM:
the right is less than 5,
281,365 two hundred 200,000 + 80,000 + the digit in the rounding
eighty-one thousand, 1,000 + 300 + place stays the same. If
three hundred 60 + 5 the digit is 5 or greater,
sixty-five the digit in the rounding
place increases by 1. All
the digits to the right
of the rounding place
change to zero.
Chapter Resources 1-17

Carta
1
Capítulo
para la casa
estimación Un número que se
aproxima a una cantidad exacta
forma desarrollada Una manera de

escribir números que muestra el valor
de cada dígito
Querida familia,
periodo En un número de varios
Durante las próximas semanas, en la clase de dígitos, cada grupo de tres dígitos
separado por comas
matemáticas aprenderemos cómo usar y representar
redondear Reemplazar un número con
números enteros hasta las centenas de millar. También otro que muestra una aproximación de
vamos a sumar y restar números de varios dígitos. cuánto o cuántos
Llevaré a la casa tareas que sirven para practicar forma estándar Una manera de escribir
números usando los dígitos 0 a 9, en la
diferentes maneras de expresar los números, además que cada dígito tiene un valor posicional
de redondear y estimar números mayores. en palabras Una manera de escribir
números usando palabras
Este es un ejemplo de la manera como aprenderemos a
expresar números de diferentes formas.
Valor posicional hasta las centenas de millar

Pistas
Así es como escribiremos números de diferentes formas.
Redondear números grandes
MILLARES UNIDADES Cuando se redondea,

Centenas Decenas Unidades Centenas Decenas Unidades primero se halla el lugar al
que se quiere redondear.
2 8 1, 3 6 5 Después, se debe mirar el
dígito que está a la derecha.
FORMA NORMAL: EN PALABRAS: FORMA DESARROLLADA:
Si el dígito a la derecha es
281,365 doscientos ochenta y un 200,000 + 80,000 + menor que 5, el dígito en
mil, trescientos sesenta 1,000 + 300 + 60 + 5 el lugar del redondeo se
queda igual. Si el dígito es
y cinco
5 o mayor, el dígito en el
lugar del redondeo aumenta
en 1. Todos los dígitos a
la derecha del lugar del
redondeo cambian a cero.
Chapter Resources 1-18

Chapter 1
Vocabulary Game
Going Places with Words Game
Going to Word Box

estimate
expanded form
Space inverse operations

period
round
standard form
For 2 players thousands
Materials
word form
• 1 red connecting cube
• 1 blue connecting cube
• Clue Cards
• 1 number cube
How to Play
1. Put your cube on START.
2. Toss the number cube, and move that many spaces.
3. If you land on one of these spaces:
Blue Space Follow the directions.
Red Space Take a Clue Card from the pile. Read the question.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Datacraft Co Ltd/Getty Images
If you answer correctly, keep the card. If you do not, return the
card to the bottom of the pile.
4. Collect at least 5 Clue Cards. Move around the track
as many times as you need to.
5. When you have 5 Clue Cards, follow the
closest center path to reach FINISH.
You must reach FINISH by exact count.
6. The first player to reach FINISH wins.
Chapter 1 4A
Chapter Resources 1-19 Game Directions

Lesson 1.1
Name Reteach
Model Place Value Relationships

A hundred grid can help you understand place-value relationships.
• One small square has been shaded to represent 1.
• Shade the rest of the first column. Count the number of

small squares. There are 10 small squares. The model for
10 has 10 times as many squares as the model for 1 .
• Shade the remaining 9 columns. Count the number of
small squares. There are 100 small squares. The model for
100 has 10 times as many squares as the model for 10.
• If you shade ten hundred grids, you will have shaded
1,000 squares. So, the model for 1,000 has 10 times
as many squares as the model for 100.
A place-value chart helps you find the value of each digit in a number.
THOUSANDS ONES
8, 5 1 6
In the number 8,516:

The value of the digit 8 is 8 thousands, or 8,000.
The value of the digit 5 is 5 hundreds, or 500 .
The value of the digit 1 is 1 ten, or 10 .
The value of the digit 6 is 6 ones, or 6 .
Find the value of the underlined digit.
1. 756 2. 1,025 3. 4,279 4. 35,703
Compare the values of the underlined digits.
5. 700 and 70 6. 5,000 and 500
The value of 7 in is The value of 5 in is
times the value of 7 in . times the value of 5 in .
Chapter Resources 1-21 Reteach

Lesson 1.1
Name Enrich
Comparing Values
Compare the values of the underlined digits.
1. 3,492 and 704 2. 8,596 and 985
The value of 4 in The value of 8 in

is times is times
the value of 4 in . the value of 8 in .
3. 2,481 and 5,072 4. 43,158 and 71,435

is times is times
5. 495,123 and 63,129 6. 506,712 and 324,859

is times is times
7. 837,164 and 4,508 8. 631,485 and 682

is times is times
9. Stretch Your Thinking Write a pair of numbers such that

the value of the 7 in the first number is 1,000 times the value
of the 7 in the second number, and the value of the 3 in the first
number is 100 times the value of the 3 in the second number.
Chapter Resources 1-22 Enrich

Lesson 1.2
Name Reteach
Read and Write Numbers
Look at the digit 6 in the place-value chart below. It is in the hundred

thousands place. So, its value is 6 hundred thousands .
In word form, the value of this digit is six hundred thousand.
In standard form, the value of the digit 6 is 600,000.

PERIOD
THOUSANDS ONES
6 5 9, 0 5 8
Read the number shown in the place-value chart.

Note that when
In word form, this number is written as six hundred writing a number
fifty-nine thousand, fifty-eight. in words, a comma
separates periods.
You can also write the number in expanded form:
600,000 1 50,000 1 9,000 1 50 1 8
Read and write each number in two other forms.
1. 40,000 1 1,000 1 300 1 70 1 8
2. twenty-one thousand, four hundred
3. 391,032

Lesson 1.2
Name Enrich
Period Posers
Solve each riddle.
1. Fred: My number has two periods. 2. Ann: My number has two periods. One
One period contains the digits 3, 0, contains the digits 4, 1, and 8 in that
and 6 in that order. The other contains order. The other contains the digit 9.
the digits 0, 9, and 5 in that order.
Jan: My number has two periods. One
Ned: My number has two periods also. period contains only 0s. The other has
One contains the digits 4, 8, and 6 in the digits 1 and 0 in that order.
that order. The other period contains
the digits 1, 2, and 7 in that order. Ann: Too bad, my number must be
greater than your number.
Fred: Yes, but my number is greater
than your number. Jan: Nope—my number is greater!
What are Fred’s and Ned’s numbers? What are Ann’s and Jan’s numbers?
3. Mo: My number has two periods. One period has a 7 in

the hundreds place. The other has an 8 in the tens place.
Bo: My number also has two periods. One has a 1 in the
hundreds place. The other has a 2 in the tens place.
Mo: All other digits in our numbers are zeros. So how can
it be that your number is greater than my number?
What are Mo’s and Bo’s numbers?
4. Stretch Your Thinking Write your own period poser.

Then exchange it with a classmate and solve each other’s posers.

Lesson 1.3
Name Reteach
Compare and Order Numbers

Compare 31,072 and 34,318. Write ,, ., or 5.
Step 1 Align the numbers by place value using grid paper.
Step 2 Compare the digits in each place value. Start at the

greatest place.
Are the digits in the ten thousands place the same?
Yes. Move to the thousands place.
Are the digits in the thousands place the same?
No. 1 thousand is less than 4 thousands.
start here
3 1 0 7 2 3 1 0 7 2
3 4 3 1 8 3 4 3 1 8
3=3 1<4
Step 3 Use the symbols ,, ., or 5 to compare the numbers.
, means is less than. . means is greater than. 5 means is equal to.
There are two ways to write the comparison.
31,072 , 34,318 or 34,318 . 31,072
1. Use the grid paper to compare 21,409 and 20,891.

Write ,, ., or 5.
21,409 20,891
Compare. Write ,, ., or 5.
2. $53,621 $53,760 3. 82,550 80,711

Order from greatest to least.
4. 16,451; 16,250; 17,014 5. 561,028; 582,073; 549,006

Lesson 1.3
Name Enrich
Place-Value Puzzle
Fill in each blank with a digit that will make the number sentence
true. The digits to choose from are listed in the box under each
number sentence. Use each digit only once.
1. 1 5,120 . 125, 20 . 125,1 0
1, 2, 3
2. 4 3,900 , 42 ,900 5 423, 00 , 42 ,900
1, 3, 4, 9
3. 27 ,010 , 2 8,010 , 29 ,010
7, 8, 9
4. 3 ,788 . 35,7 8 5 35, 88 . 35, 88
5, 6, 7, 8
5. 6 8,138 . 6 7,294 , 63 ,705
3, 4, 9
6. 4 6,047 . 63,941 5 463, 41 . 86, 42
3, 4, 5, 7, 9
7. 101,5 2.1 1,508 . 101, 62 . 101,3 7
0, 3, 5, 8
8. If you know A is greater than B and B is

greater than C, do you have to compare A to C to know
which is greater? Use an example to explain.

Lesson 1.4
Name Reteach
Round Numbers
When you round a number, you replace it with a number that is
easier to work with but not as exact. You can round numbers to
different place values.
Round 478,456 to the place value of the underlined digit.
Step 1 Identify the underlined digit.

The underlined digit, 4, is in the hundred thousands place.
Step 2 Look at the number to the right of the underlined digit.
If that number is 0– 4, the underlined digit stays the same.

If that number is 5–9, the underlined digit is increased by 1.
The number to the right of the underlined digit is 7 , so the
underlined digit, 4, will be increased by one; 4 1 1 5 5 .
Step 3 Change all the digits to the right of the
hundred thousands place to zeros.
So, 478,456 rounded to the nearest hundred thousand is 500,000 .
1. In 2010, the population of North Dakota was 672,591 people.

Use the number line to round this number to the nearest
hundred thousand.
600,000 650,000 700,000
672,591 is closer to than ,
so it rounds to .
Round to the place value of the underlined digit.
2. 3,452 3. 180 4. $72,471 5. 572,000
6. 950 7. 6,495 8. 835,834 9. 96,625

Lesson 1.4
Name Enrich
Rounding Ranges
Solve each riddle. Give your answer as a range of numbers.
1. When rounded to the nearest 2. When rounded to the nearest ten,

hundred, I become 500. What I become 500. What numbers could
numbers could I be? I be?
3. When rounded to the nearest 4. When rounded to the nearest

thousand, I become 3,000. What hundred, I become 3,000. What
numbers could I be? numbers could I be?
5. When rounded to the nearest 6. When rounded to the nearest ten

hundred thousand, I become thousand, I become 600,000. What
600,000. What numbers could I be? numbers could I be?
7. Compare the ranges of your answers to

Exercises 2, 4, and 6 to the ranges in Exercises 1, 3, and 5.
What do you notice? Give a reason for your observation.

Lesson 1.5
Name Reteach
Rename Numbers
You can use place value to rename whole numbers.
Here are different ways to name the number 1,400.
• As thousands and hundreds

Think: 1,400 5 1 thousand 4 hundreds.
You can draw a quick picture to help.
T
• As hundreds
Think: 1,400 5 14 hundreds.
You can draw a quick picture to help.
• As tens
Think: 1,400 5 140 tens.
• As ones
Think: 1,400 5 1,400 ones.
Rename the number. Draw a quick picture to help.
1. 180 5 tens 2. 1,600 5 hundreds
3. 6,000 5 thousands 4. 2,700 5 27
5. 2 hundreds 6 tens 5 tens 6. 71 thousands 5

Lesson 1.5
Name Enrich
Number Comparisons
Compare the numbers. Write ,, ., or 5.
1. 400 tens 48 hundreds
2. 7 thousands, 8 hundreds 2,500 tens
3. 715 thousands, 34 tens 715,034
4. 10 thousands, 5 hundreds 1,050 tens
5. 34 ten thousands, 85 hundreds 348,500
6. 6 hundred thousands, 47 tens 60 ten thousands, 4 hundreds
7. 2 ten thousands, 45 hundreds 308 hundreds
8. 25 thousands, 56 ones 3 ten thousands, 17 hundreds
9. 476 thousands 4 hundred thousands, 76 hundreds
10. 35 ten thousands, 8 hundreds 3 hundred thousands

50 thousands, 80 tens
11. Look back at Exercise 5. Explain how you

found the answer.

Lesson 1.6
Name Reteach
Add Whole Numbers

Find the sum. 63,821 1 34,765
Step 1 Round each addend to estimate.

60,000 1 30,000 5 90,000
Step 2 Use a place-value chart
us a d
nds
nds
nds
eds
Thoundre
to line up the digits by
Tho Ten
us a
us a
ndr
es
place value.
s
Tho
H
Ten
On
Hu
1
6 3, 8 2 1
Step 3 Start with the ones place. + 3 4, 7 6 5
Add from right to left.
9 8, 5 8 6
Regroup as needed.
The sum is 98,586 . Since 98,586 is close

to the estimate 90,000, the answer is reasonable.
Estimate. Then find the sum.
1. Find 238,503 + 341,978. Use the grid to help.
Estimate:
2. Estimate: 3. Estimate: 4. Estimate:
52,851 54,980 604,542

1 65,601 1 24,611 1 87,106
147,026 278,309 540,721

1 106,792 1 422,182 1 375,899

Lesson 1.6
Name Enrich
3-Foot Path
Find the path with the addends that correctly leads from the START
box to the FIRST SUM box, and from there to the sum in the FINISH
box. Then write the letters of the 5 boxes on your path in order to
answer the riddle.
START
A
20,165
1 1
1
N M Y
13,942 14,574 14,292
5 5 5
A
FIRST SUM
34,457
1 1 1
T R S
116,348 128,615 121,905
5 5 5
D
163,072
FINISH
Where can you buy a ruler that is 3 feet long?
AT SALE

Lesson 1.7
Name Reteach
Subtract Whole Numbers

Find the difference. 5,128 2 3,956
Estimate first.
Think: 5,128 is close to 5,000. 3,956 is close to 4,000.
So, an estimate is 5,000 2 4,000 5 1,000.
Write the problem vertically. Use grid paper to align digits by place value.
Step 1 Subtract 5, 1 2 8 82652

the ones. 2 3, 9 5 6
2
0 12
Step 2 Subtract 5, 1 2 8 There are not enough tens to subtract.
Regroup 1 hundred as 10 tens.
the tens. 2 3, 9 5 6
12 tens 2 5 tens 5 7 tens
7 2
10
4 0 12 There are not enough hundreds to
Step 3 Subtract the 5, 1 2 8 subtract. Regroup 1 thousand as
hundreds. 2 3, 9 5 6 10 hundreds.
1 7 2 10 hundreds 2 9 hundreds 5 1 hundred
10
Step 4 Subtract the 4 0 12 4 thousands 2 3 thousands 5
thousands. 5, 1 2 8 1 thousand
2 3, 9 5 6
1 1 7 2
The difference is 1,172 . Since 1,172 is close

to the estimate of 1,000, the answer is reasonable.
Estimate. Then find the difference.
6,253 74,529 232,318

2 3,718 2 38,453 2 126,705

Lesson 1.7
Name Enrich
Unknown Digits
Complete each subtraction problem by finding the unknown digits.
1. 2.
4 2, 5 3 9 0, 7
22 ,3 4 2 3, 9 5
1 5, 2 6 4 ,9 3 6
3. 4. 6 3
4 1, 1 , 2
2 1 2 8, 7 1 2 5, 6 3
1 ,8 9 7 4 5 4, 8 0 8
5. 6.
0 ,3 7 0 0,
2 8, 7 5 2 2 3 8, 1 7 2
7, 6 8 4 ,8 2 8
7. Describe what strategy you used to complete the

unknown-digit subtraction problems. Use an example to explain.

Lesson 1.8
Name Reteach
Problem Solving • Comparison Problems

with Addition and Subtraction
For a community recycling project, a school collects aluminum cans
and plastic containers. This year the fourth grade collected 5,923 cans
and 4,182 containers. This is 410 more cans and 24 more containers
than the fourth grade collected last year. How many cans did the
fourth grade collect last year?
Read the Problem

What do I need to find? What information do I How will I use the
need to use? information?
I need to find the number of The fourth grade students I can draw a bar model
cans the fourth grade collected 5,923 cans this to find the number of cans
collected last year. year. the fourth grade collected
last year.
They collected 410
more cans this year than
the fourth grade collected
last year.
Solve the Problem
I can draw a bar model and write an equation to represent the problem.
5,923
410
5,513
5,923 2 410 5 5,513
So, the fourth grade collected 5,513 aluminum cans last year.
Use the information above for 1 and 2.

1. Altogether, how many aluminum cans 2. This year the fifth grade collected
and plastic containers did the fourth 216 fewer plastic containers than the
grade collect this year? fourth grade. How many plastic containers
did the fifth grade collect?

Lesson 1.8
Name Enrich
Take a Seat!
Use the table for 1–5.
1. Last night’s game at the arena in
Cleveland was 251 seats short of Basketball Arena Seating Capacities
being filled to capacity. How many City Capacity
people attended the game? Cleveland 20,562
Boston 18,624
Atlanta 20,300
New Orleans 18,500
Los Angeles 18,997
2. How many more people can be seated in the largest arena

than can be seated in the smallest arena?
3. Estimate the difference in the seating capacities of the Atlanta

and Los Angeles arenas. Explain how you made your estimate.
4. There are two sold-out basketball games tonight. One is at the

arena in Boston, and the other is at the arena in New Orleans.
How many people are attending the two games?
5. The biggest college basketball arena seats 33,000.

Is the combined capacity of the Cleveland and Boston arenas
greater than or less than the capacity of the biggest college arena?
How much greater or less? Explain.

Name Chapter 1 Test
Page 1
1. Select a number for that will make a true comparison.

Mark all that apply.
807,058 >
A 870,508 C 807,508 E 805,058
B 870,058 D 807,085 F 800,758
2. Leslie wrote the greatest number that can be made using

each of these digits exactly once.
6 2 4 7 9 1
Part A
What was Leslie’s number? How do you know this is the

greatest possible number for these digits?
Part B
What is the least number that can be made using each digit
exactly once? Explain why the value of the 4 is greater than
the value of the 6.
*221
Chapter Resources 1-37 Chapter 1 Test

Name Chapter 1 Test
Page 2
For 3–4, use the table.
Mountain Peaks of Canada

Name Height (ft) Name Height (ft)
Centennial Peak 12,533 Mount Root 12,799

Mount Columbia 12,293 Mount Tiedemann 12,625
Mount King George 12,274 North Twin 12,247
3. Write the name of each mountain in the box that describes its
height, in feet.
Between 12,240 feet and Between 12,501 feet and

12,500 feet 12,800 feet
4. Circle the name of the tallest peak. Explain how you know
which of the mountain peaks is the tallest.
5. The assistant principal bought 230 student planners for the

school. If there are 10 planners in a box, how many boxes did
he buy?
A 2,300 C 230
B 240 D 23
6. Luis and Liz each rounded 635,974 to the nearest ten

thousand. Luis wrote 630,000 and Liz wrote 640,000. Who is
correct? Explain the error that was made.
*221

Name Chapter 1 Test
Page 3
7. The total season attendance for a professional football

team’s home games, rounded to the nearest ten thousand,
was 710,000. For numbers 7a–7d, select Yes or No to tell
whether the number could be the exact attendance.
7a. 706,791 Yes No

7b. 700,987 Yes No
7c. 701,752 Yes No
7d. 714,498 Yes No

The table shows recent population data for Fresno, California.
Population of Fresno, CA
Age in years Population Age in years Population
Under 5 43,911 20 to 34 119,388
5 to 9 40,087 35 to 49 89,416
10 to 14 39,634 50 to 64 72,261
15 to 19 43,867 65 and over 46,101
8. How many children are under 10 years old? Show your work.
9. How many people are between the ages of 35 and 64? Show
your work.
10. How many more children are under the age of 5 than
between the ages of 10 and 14? Show your work.
*221

Name Chapter 1 Test
Page 4
11. For numbers 11a–11d, select True or False for each

sentence.
11a. The value of 2 in 724,638 is 20,000. True False

11b. The value of 8 in 380,194 is 800,000. True False
11c. The value of 7 in 671,235 is 70,000. True False
11d. The value of 9 in 874,092 is 900. True False
12. Select another way to show 106,423. Mark all that apply.
A 100,000 + 6,000 + 400 + 20 + 3

B 1 hundred thousand + 6 thousands + 4 hundreds +
2 tens + 3 ones
C one hundred six thousand, twenty-three
D 100,000 + 16,000 + 400 + 20 + 3
E one hundred six thousand, four hundred three

F one hundred six thousand, four hundred twenty-three
13. Tanya, Will, and Juan are playing a game online. Juan scores
101,473 points. Tanya scores 9,879 fewer points than Juan
and Will scores 9,853 more points than Tanya. What is Will's
score? Show your work.
*221

Name Chapter 1 Test
Page 5
14. There were 12,351 visitors to a history center last year. What
is this number rounded to the nearest hundred? Explain how
you rounded.
15. Arizona has a land area of 113,998 square miles. Wyoming

has a land area of 97,813 square miles. How much greater
is the area, in square miles, of Arizona than the area of
Wyoming? Show your work and explain how you know the
answer is reasonable.
16. Circle the choice that completes the statement.
equal to
10,000 less than 35,391 is greater than 1,000
less than
less than 25,391.
*221

Name Chapter 1 Test
Page 6
17. Match the number to the value of its 5.
36,458 • • 5
375,123 • • 50
18,005 • • 50,000
52,789 • • 5,000
18. A total of 543,718 visitors went to a theme park during
August and September. If 321,654 visitors went to the theme
park in August, how many visitors went to the theme park in
September? Show your work.
19. An ice-skating competition lasted three days. Day one had

an attendance of 16,390 people. Day two had an attendance
of 16,550 people. Day three had an attendance of 16,237
people. Write the days in order from least attendance to
greatest attendance. Use pictures, words, or numbers to
show how you know.
20. Carson made a four-digit number with a 4 in the thousands

place, a 4 in the ones place, a 5 in the tens place, and a 6 in
the hundreds place. What was the number?
6723

Name Chapter 1
An Amusement Park
Each year, the Park Director at an amusement park records the

number of tickets sold for the five rides at her park.
Name of Ride Tickets Sold

Wild Mouse 314,890
Tilt-a-Whirl 198,572
Big Roller Coaster 255,429
Water Slide 320,040
Spinning Tea Cups 189,403
1. Find the value of the ten thousands place for the Big Roller Coaster.
How is the value of the digit in the ten thousands place different
from the value of the digit in the thousands place?
2. For which ride does the number of tickets sold have an 8 in the greatest
place value? Explain how you know.
3. Compare the number of tickets sold for the Wild Mouse and the Water
Slide. Write a number sentence using ., ,, or 5. Explain your answer.
Chapter Resources 1-43 Chapter 1 • Performance Task

4. Choose one ride in the chart. Write the number of tickets sold in
the box below. Then write the number in expanded form and with
number names.
5. The Park Director also records the number of visitors each week.
For each number of visitors, round to the place value of the
underlined digit.
Week Number of Visitors Rounded Number

1 127,862
2 110,351
3 94,678
6. Use the numbers in the chart to solve the problems. Estimate. Show
your work.
a. About how many people visited the amusement park during Week
2 and Week 3?
Estimate:
b. About how many more people visited the amusement park during
Week 1 than Week 3?
Estimate:

Chapter 1
Place Value, Addition, and Subtraction to One Million
An Amusement Park
COMMON CORE STANDARDS
4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right.
4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits
in each place, using ., 5, and , symbols to record the results of comparisons.
4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
PURPOSE
To assess the ability to use place value to compare, add, subtract, round, and estimate with multi-digit
whole numbers
TIME
25–30 minutes
GROUPING
Individuals
MATERIALS
• Performance Task, paper, pencil
PREPARATION HINTS
• Review comparing numbers with tens, hundreds, and thousands with students before assigning
the task.
• Review place value by using place value blocks and charts with students before assigning the
task.
• Review vocabulary, including key words that indicate addition and subtraction.
IMPLEMENTATION NOTES
• Read the task aloud to students and make sure that all students have a clear understanding of
the task.
• Students may use manipulatives to complete the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.

TASK SUMMARY
Students read, write, and compare multi-digit numbers. They write numbers using standard and
expanded form, as well as word names. Students use place value to round numbers to the nearest whole.
They add and subtract multi-digit numbers using the standard algorithm.
REPRESENTATION
In this task, teachers can…
• Provide options for comprehension by activating prior knowledge about adding and subtracting
whole numbers.
• Provide options for comprehension by using cues and prompts to direct attention to key ideas
and critical features.
ACTION and EXPRESSION

• Provide lined paper which students can turn sideways to keep columns of numbers correctly
aligned while completing the task.
ENGAGEMENT
• Optimize relevance by asking students to discuss real-life examples when using place value to
estimate and round is helpful.
• Increase mastery by providing feedback that is substantive and informative.
EXPECTED STUDENT OUTCOMES

• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Read, write, round, compare, add, subtract, and estimate multi-digit numbers
SCORING
Use the associated Rubric to evaluate each student’s work.

Performance Task Rubric
AN AMUSEMENT PARK
A level 3 response • Indicates that the student has made sense of the task, modeled
accurately and persevered
• Demonstrates an understanding of place value when reading, writing,

comparing, estimating, and rounding numbers
• Indicates fluency in multi-digit addition and subtraction
• Addresses all aspects of the task using sound mathematical procedures
A level 2 response • Indicates that the student has made sense of the task, modeled
accurately and persevered
• Demonstrates an understanding of place value when reading, writing,

comparing, estimating, and rounding numbers
• Indicates reasonable fluency in multi-digit addition and subtraction
• Addresses most aspects of the task with the use of sound mathematical
procedures
• May include a minor error derived from correct procedures
A level 1 response • Shows that the student has made sense of at least some elements of
the task
• Reflects some understanding of place value and multi-digit addition and

subtraction
• Addresses some aspects of the task but some aspects may be

incomplete
A level 0 response • Shows little evidence that the student has made sense of the task
• Reflects a lack of understanding of place value, and multi-digit addition

and subtraction concepts
• Shows little evidence of addressing the elements of the task
• Shows little evidence of applying correct mathematical procedures to

the task

Prerequisite Skills Prerequisite Skills
Name Inventory for Grade 4 Name Inventory for Grade 4
Page 1 Page 2
Write the correct answer. 7. Campers go to Ridgeline Camp 9. Kevin divided his model airplane
for one week sessions. During the collection into 3 groups. Each
Chapter Resources
1. The ice skating rink rented 4. Mr. Li drove 287 miles from Hawk first week of camp, there were group has 5 airplanes.
238 pairs of ice skates one City to Bear Town. He then drove 112 campers. During the second
weekend. What is 238 rounded 175 miles from Bear Town to Cedar week, there were 15 fewer campers
to the nearest hundred? City. How many miles did Mr. Li than in the first week. How many
drive in all? campers were at camp during
200 both weeks?

462 miles
How many model airplanes does
Week 1 112 campers Kevin have in his collection?
15 airplanes
2. The theater has 329 fixed seats and Week 2 15
174 moveable seats. What could be 5. Hector earned 942 points in his campers
a reasonable estimate of the total first round of a video game. Sarah
campers
number of seats in the theater? earned 791 points in her first round
of the same video game. What campers campers 10. There are 4 jars for markers
Possible answer: 500 seats could be a reasonable estimate in Maya’s class. Maya found
of how many more points Hector 0 markers in each jar. Write a
earned than Sarah in the first round campers
number sentence that shows how
of the video game? 209 campers many markers Maya found in all.
1-48
3. On Saturday, the lifeguard counted Possible answer: 100 points Possible answers: 4 × 0 = 0 or
416 swimmers at the beach. On
Sunday the lifeguard counted
0×450
283 swimmers at the beach. How 8. A seamstress measured the lengths
many swimmers were at the beach of several ribbons. She recorded
in all? 6. Mrs. Rourke’s class collected the data in the line plot below.
699 swimmers 385 cans during a recycling drive.
Mr. Hardy’s class collected 7 11. Mrs. Murphy bought 2 boxes of
259 cans during the same 7 7
7 7 7 7 granola bars. Each box has 6 bars.
recycling drive. How many more How many granola bars did Mrs.
cans did Mrs. Rourke’s class collect
7 7 7 7 7
7 7 7 7 7 7 Murphy buy in all?
than Mr. Hardy’s class?
12 granola bars
1 2 3 4 5 6
126 more cans
Length of Ribbons
(in inches)
How many ribbons are

5 inches long?
3 ribbons *221
*221
1-1 Chapter Resources 1-2 Prerequisite Skills Inventory for Grade 4

Chapter Resources Prerequisite Skills Inventory for Grade 4 © Houghton Mifflin Harcourt Publishing Company
Answer Key
Page 3 Page 4
12. Wendy writes a pattern of numbers. 16. Omar writes a set of related facts. 20. Brad’s little brother has a storage 24. Toni made a model to show
One of the facts he writes is box for his toy cars. Each section the number of students on the
Chapter Resources
21, 28, 35, 42, 49 30 ÷ 5 = 6. Write an equation of the box holds 8 toy cars. How playground. The shaded part of
that is included in the same set of many sections does the box have if the model shows the fraction of
How can you describe this pattern? related facts. it holds 56 cars? students on the slide.
Possible answers: 30 4 6 5 5, 7 sections

Possible answer: Add 7.

5 3 6 5 30, 6 3 5 5 30
What fraction of students are on
21. Ryan arranged 40 blocks in 8 equal the slide?
13. Find the pattern used in the table. _1
Then complete the table. rows. How many blocks are in each 8
17. Melody brought 5 bones to the dog row?
Necklaces 2 3 4 5 6 park. She gave an equal number
5 blocks
Beads
of bones to each of 5 dogs. How
18 27 36
many bones did Melody give to 25. A student shaded this model. The
Multiply by 9; 45 and 54 each dog? shaded part shows what part of the
pottery glazes in the art room have
1 bone
22. Susie separates 18 stickers into glitter in them.
9 equal groups. How many stickers
1-49
are in each group?
14. Sam plans to buy 24 slices of pizza
for a party. There are 8 slices in 2 stickers
18. Simone wants to put 10 photos
each whole pizza. How many pizzas
on each page of her scrap book.
does Sam need to buy? What fraction of the pottery glazes
She has picked out 70 photos she
have glitter?
p × 8 = 24 wants to use. How many scrap _3 or _1
book pages does Simone use? 23. Luke needs to divide a sheet of 6 2
3 pizzas paper into two equal parts. Draw
7 pages a line to divide the square into
2 equal parts.
26. Mrs. Parker bought 3_4 pound of
15. One pack of construction paper strawberries and 1_4 pound of
has 40 sheets of paper. How many 19. A school lunch table seats raspberries. Write a statement to
sheets are in 6 packs? 6 students. How many lunch tables compare the amounts of berries.
are needed to seat 18 students? Possible answer: Mrs. Parker bought
240 sheets Possible line is shown.
3 tables more strawberries than raspberries.
*221 *221
Chapter Resources 1-3 Prerequisite Skills Inventory for Grade 4 Chapter Resources 1-4 Prerequisite Skills Inventory for Grade 4
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company
Answer Key
Page 5 Page 6
27. Of all the students in Matea’s 30. Jake looked at the clock before 34. Julia wants to find the mass of her 38. Hank used line segments to draw a
class, 2_3 are wearing sneakers and leaving for school. The hour hand textbooks. Write grams or kilograms shape. Look at the bold sides of his
2
Chapter Resources
_ are wearing sandals. What
6 was between the 7 and the 8. The to name the best unit to use to find shape.
symbol compares the fractions minute hand was on the 9. What the mass of the textbooks.
correctly? Write <, >, or =. time did Jake leave for school?
kilograms
_2 > 2 _ 7:45
3 6
Write intersecting, perpendicular, or

28. A scientist measures the lengths of 35. Jillian uses a balance to compare parallel to describe the sides.
three beetles. The first beetle is the masses of the objects shown.
4
_ inch long. The second beetle Use the words is less than, is the parallel
8 31. Ling started running at 10:18 A.M.
is 2_8 inch long. The third beetle is She finished running at 10:50 A.M. same, or is more than to compare
7
_ inch long. Write the fractions in the masses of the objects.
8 How long did Ling run?
order from least to greatest.
39. Blake drew this shape.
_2, _4, _7 32 minutes
8 8 8
The mass of the objects is the same

32. A batch of muffins needs to bake Name Blake’s quadrilateral.
29. Hannah is selling slices of pie at in the oven for 24 minutes. Scott
1-50
the bake sale. The pie has 8 slices. trapezoid
puts the muffins in the oven at
She has sold 1_4 of the slices. 2:17 P.M. What time will he take the 36. How many right angles does this
muffins out of the oven? shape appear to have?
40. Lisa drew a quadrilateral with
2:41 P.M.
4 right angles. The parallel
sides are equal length. Which
quadrilateral did she draw?
What fraction with a denominator
2
of 8 is equal to 1_4 ? Square or rectangle
_2 33. Latonya fills a drinking glass with
8 water. Write more than 1 liter,
about 1 liter, or less than 1 liter to 37. Carrie drew this shape. Use right
estimate how much water the glass angle, less than a right angle,
will hold. or greater than a right angle to
describe the marked angle.
less than 1 liter
right angle 6723

*221
Chapter Resources 1-5 Prerequisite Skills Inventory for Grade 4 Chapter Resources 1-6 Prerequisite Skills Inventory for Grade 4
Answer Key
Name Beginning of Year Test Name Beginning of Year Test
Page 1 Page 2
Choose the correct answer. 3
6. Anna jogged 1 __
10 miles on a path in 9. David drew the angle below.
the park. What is this distance written
Chapter Resources
1. Daniel plans to use a strategy to find 4. Ryan made this model to find the as a decimal?
18 × 470. Which expression shows a product of a 3-digit number and a 35°
strategy he could use? 1-digit number. A 0.13 mile
200 60 4 B 1.03 miles
A 4 × 5 × 470 What name should David give his
5 C 1.3 miles angle?
B 3 × 6 × 470

C 6 × 3 × 47 What multiplication sentence D 13 miles A obtuse angle
represents Ryan’s model? B acute angle
D 18 × 0 × 470
A 5 × 264 = 1,320 C right angle
3
B 5 × 260 = 1,300 7. Rico walked for __
10 mile. Then he
24 D straight angle
walked for ___
100 mile. How far did he
2. Mia has 2,590 digital photos saved C 5 × 246 = 1,230 walk in all?
on her computer. Ella has 5 times as 54
D 5 × 204 = 1,020 A ____ mile
many saved on her computer. How 100
many digital photos does Ella have 5
___
10. Maria put two angles together to form
saved on her computer? B 10 mile a straight angle. One angle measures
30 112°. What is the measure of the
A 12,950 5. Kate lives 0.6 mile from her school. C ____
100
mile other angle?
1-51
Which fraction is equivalent to 0.6? 27
B 12,550 mile A 78°
D ____
100
0
__
A 6
C 11,550 B 68°
6
____
B 100
D 10,950 C 58°
1
__
C 6 8. What is the measure of the unknown
D 48°
6 angle in the figure?
D ___
10
3. A factory can make 2,035 markers in
one hour. Which is the best estimate
of how many markers can be made in 55°
45° x
6 hours?
A 1,200 markers A 180°
B 2,000 markers B 100°
C 12,000 markers C 80°
D 20,000 markers D 70°
*221 *221
Chapter Resources 1-7 Beginning of Year Test Chapter Resources 1-8 Beginning of Year Test
Answer Key
Page 3 Page 4
11. How many degrees are in an angle 14. Mark rode his bike 22
__ miles. Which
8
16. Kayla has 36 flower stickers, 27 bird 19. Liz and Dave made a secret code.
that turns through 1_2 of a circle? mixed number shows the fraction of stickers, and 18 butterfly stickers. She They wrote some numbers in the code
Chapter Resources
miles he rode his bike? wants to put an equal number of each to help them remember the pattern.
A 90° type of sticker into bags so all of the
6 8, 11, 10, 13, 12, 15, 14, 17
A 2__
8
miles bags will be the same. How many of
B 180°
4 each kind of sticker can Kayla put in What should be the next number in
C 270° B 2__
8
miles each bag? the code?
D 360° 3
C 2__ miles A 9 A 15

8
1 B 1 or 9 B 16
D 2__
8
miles
C 1, 3, or 9 C 18
D 1, 3, 9, 12, or 18 D 20
12. _3
Flora needs yard of blue ribbon 15. Zoey has feet of blue yarn and
8 8 _13
and 2_8 yard of red ribbon to make a 4 2_3 feet of green yarn. How much
bow for a present she is wrapping. more blue yarn does Zoey have than 17. Leah and Tony were playing a game.
Leah was counting by 8s. Tony was 20. The Simmons family is taking a
How much ribbon does Flora need green yarn?
counting by 3s. They paced the 2-week vacation to Alaska. How many
in all? 1
A 3__ feet counting so they would say the first days will their vacation last?
1
__ 3
A 8
yard common number together. What is the
2 A 7 days
B 3__
3
feet first number they both said together?
5
1-52
B ___ yard
16 B 14 days
1
C 4__
3
feet A 12
5
__ yard C 21 days
C 8 2 B 24
D 4__
3
feet D 24 days
7
__
D 8
yard C 32
D 36
7
13. Tyler brought __
12 pound of trail mix on
4 18. Chen’s friend Bob is helping him learn
a camping trip. He ate __
12 pound of the
trail mix. How much trail mix is left? about prime numbers. Bob writes a list
11
of numbers and asks Chen to choose
A ___
12
pound the prime number. Which number
4 should Chen choose?
B ___
12
pound
A 12
3
C ___
12
pound
B 24
1
D ___
12
pound C 31
D 36 *221
*221
1-9 Chapter Resources 1-10 Beginning of Year Test

Chapter Resources Beginning of Year Test © Houghton Mifflin Harcourt Publishing Company
Answer Key
Page 5 Page 6
21. The table shows a pattern for two 23. Patrick mixed 3 quarts 1 pint of 26. Pete’s Pizza sold 65,182 pizzas the 29. Molly builds a rectangular exercise
units of customary length. orange juice with 3 pints of cranberry first year they were open. They sold pen for her hamsters.
Chapter Resources
juice and 1 pint of grape juice to 58,458 pizzas the second year. What 30 in.
make punch. How much punch does was the total number of pizzas sold
15 in.
he have? during the first two years of business?
1 12
A 5 quarts 1 pint A 113,640
2 24 What is the perimeter of the exercise
B 5 quarts B 123,540 pen?
3 36

C 4 quarts 1 pint C 123,630 A 45 inches
4 48
D 4 quarts D 123,640 B 90 inches
Which are the best labels for each
column? C 100 inches
A Miles, Yards D 450 inches

24. Karen scored 157,834 points on the 27. The town Sean lives in has 48,968
B Yards, Feet third level of her computer game. people. The town Debra lives in has
C Yards, Inches What is the value of the digit 5 in 73,815 people. How many more
157,834? people live in Debra’s town? 30. Mr. Wilson is building a new patio off
D Feet, Inches
A 500,000
the back of his house.
A 24,847
5 ft
B 50,000 B 24,947 5 ft
1-53
22. The tour of the space museum started C 5,000 C 25,847 15 ft
10 ft
at 10:45 A.M. It lasted for 1 hour D 500
30 minutes. What time did the tour D 34,847
20 ft
end?
How much tile does Mr. Wilson need
A 11:15 A.M. to cover his patio?
25. Maria used number tiles to make the
B 11:45 P.M. 28. Patel uses 150 feet of fencing to
number 538,397. Jimmy used number A 60 square feet
fence in his rectangular garden. The
C 12:15 P.M. tiles to make the number 583,397.
width of the garden is 25 feet. What is B 200 square feet
Which statement about these
D 1:15 P.M. the length of the garden?
numbers is correct? C 225 square feet
A 65 feet
A 583,397 < 538,397 D 275 square feet
B 40 feet
B 583,397 > 538,397
C 50 feet
C 583,397 = 538,397
D 538,397 > 583,397 D 60 feet
*221 *221
Chapter Resources 1-11 Beginning of Year Test Chapter Resources 1-12 Beginning of Year Test
Answer Key
Page 7 Page 8
31. One wall of Eric’s bedroom is 15 feet 34. From noon to 1 P.M., customers bought 36. Yoshi says he needs a board that is 39. Maya spent 1 1_6 hours a day working
17
__ feet long. How can Yoshi rename
wide and 8 feet high. A door on the 85 pizzas at $18 each. What is the 4 on her science project. It took her
Chapter Resources
wall is 7 feet high and 3 feet wide. total amount customers paid for the the fraction as a mixed number? 4 days to complete the project. How
How much wall paper will Eric need to pizzas? 1 much time in all did it take Maya to
A 5__
4
cover the wall? complete her science project?
A $1,430
1 4
A 120 square feet B 4__
4 A 4__
6
hours
B $1,490
1 1
__
B 110 square feet C 3__ B 46 hours
4

C $1,530
4
C 99 square feet 1 C 3__
6
hours
D $1,620 D 2__
4 1
__
D 89 square feet D 36 hours
32. Which shows the best estimate to 37. Marsha named a fraction that was not 40. On Friday, 148 fourth graders went
use to find 43 × 28?
__. Which fraction could
a multiple of 3
6
on a field trip to a wildlife park. The
35. The Best Read bookstore has she have named? staff divided them into 5 tour groups.
A 40 × 20 = 800 Which is the best estimate of the
48 boxes of books to be unpacked. 6
A __
6
B 45 × 20 = 900 Each box contains 24 books. How number of students in each group?
many books in all need to be 9
B __
6 A 50
C 40 × 30 = 1,200 unpacked?
1-54
11 B 40
D 50 × 30 = 1,500 A 1,052 C ___
6
15 C 30
B 1,125 D ___
6
D 20
C 1,132
33. Sofia can text 40 words in one minute.
At that rate, how many words can she D 1,152
38. Carlos lives 3_8 mile from his school.
text in 12 minutes?
He walks to school each morning and
A 400 gets a ride home after school. How far
does Carlos walk to school in 5 days?
B 480
A 1 mile
C 580
3
B 1__
4
miles
D 720
7
C 1__
8
miles
7
D 2__
8
miles
*221
*221
1-13 Chapter Resources 1-14 Beginning of Year Test

Chapter Resources Beginning of Year Test © Houghton Mifflin Harcourt Publishing Company
Answer Key
Page 9 Page 10
41. Steven needs 42 stickers to decorate 44. Jared drew the figure below. 46. The garden in Juan’s backyard is in 48. Luisa ran 3_5 mile yesterday and _21 mile
a poster he is making. The stickers the shape of a trapezoid. Which figure today. Which number is a common
Chapter Resources
come on sheets of 12. What is the could be the shape of Juan’s garden? denominator for 3_5 and 1_2 ?
smallest number of sheets of stickers
Steven should buy? A A 12
How many lines of symmetry does the
figure have? B 10
A 5
B 4
A 4 B C 5

C 3
B 3 D 2
D 2 C 2 C
D 1
D
42. A store gave away 1,498 calendars
in 7 days. They gave away the same 45. Bella drew the figure below as an
number of calendars each day. How example for her classmate.
many calendars did the store give 47. A sign is in the shape of an obtuse 49. Justin needs 2_3 quart of orange juice
away each day? triangle. Which of the following could for the drink he is making. Which
A 21 be the shape of the sign? fraction is equivalent to 2_3 ?
1-55
Which of the following terms best 4
B 204 A A __
9
describes the figure Bella drew?
1
C 214 B __
2
A line segment
6
D 224 C __
9
B line B 4
D __
3
C angle
D ray
43. A cookie factory packs 6 small C
cookies in a sample pack. The factory 50. Jasmine cut 3_8 yard of blue ribbon
gives the sample packs to visitors. and 1_3 yard of red ribbon to decorate
How many sample packs can they a package. Which statement correctly
make with 1,800 cookies? D compares the fractions?
A 3,000 1 3
A __
3
> __
8
B 300 1 3
__
B __
3
= 8
C 30 3 1
__
C __
8
> 3
D 3 3 1
< __
D __
8 3
*221 6723

Answer Key
Name Chapter 1 Test Name Chapter 1 Test
Page 1 Page 2

1. Select a number for that will make a true comparison.
Chapter Resources
Mark all that apply.
Mountain Peaks of Canada
807,058 > Name Height (ft) Name Height (ft)
A 870,508 C 807,508 E 805,058 Centennial Peak 12,533 Mount Root 12,799

Mount Columbia 12,293 Mount Tiedemann 12,625
B 870,058 D 807,085 F 800,758
Mount King George 12,274 North Twin 12,247

2. Leslie wrote the greatest number that can be made using 3. Write the name of each mountain in the box that describes its
each of these digits exactly once. height, in feet.
Between 12,240 feet and Between 12,501 feet and

6 2 4 7 9 1 12,500 feet 12,800 feet
Centennial Peak,
Part A Mount Columbia, Mount Mount Tiedemann,
King George, North Twin Mount Root
What was Leslie’s number? How do you know this is the
greatest possible number for these digits?
4. Circle the name of the tallest peak. Explain how you know
976,421; possible answer: I used place value. I took the which of the mountain peaks is the tallest.
highest number and placed it in the spot furthest to
1-56
the left, the hundred thousands column. I placed the Mount Root is the tallest; Possible explanation:
next highest number in the ten thousands column and I compared the heights by place value position.
so on. I know that each place value is tens times as
much as the place value to its right.
5. The assistant principal bought 230 student planners for the
school. If there are 10 planners in a box, how many boxes did
Part B he buy?
A 2,300 C 230
What is the least number that can be made using each digit
exactly once? Explain why the value of the 4 is greater than B 240 D 23
the value of the 6.
6. Luis and Liz each rounded 635,974 to the nearest ten
thousand. Luis wrote 630,000 and Liz wrote 640,000. Who is
124,679; possible explanation: the 4 represents 4,000 correct? Explain the error that was made.
and the 6 represents 600.
Liz is correct. Possible explanation: Luis left the ten
thousands digit the same instead of increasing it by
1. The digit in the thousands place is 5, so to round to
the nearest ten thousand, Luis should have increased
the ten thousands digit, 3, by 1. *221
*221

Chapter Resources 1-37 Chapter 1 Test © Houghton Mifflin Harcourt Publishing Company
Answer Key
Page 3 Page 4
7. The total season attendance for a professional football 11. For numbers 11a–11d, select True or False for each
team’s home games, rounded to the nearest ten thousand, sentence.
Chapter Resources
was 710,000. For numbers 7a–7d, select Yes or No to tell
whether the number could be the exact attendance. 11a. The value of 2 in 724,638 is 20,000. True False
11b. The value of 8 in 380,194 is 800,000. True False
7a. 706,791 Yes No
7b. 700,987 Yes No 11c. The value of 7 in 671,235 is 70,000. True False

7c. 701,752 Yes No 11d. The value of 9 in 874,092 is 900. True False
7d. 714,498 Yes No
12. Select another way to show 106,423. Mark all that apply.
The table shows recent population data for Fresno, California. A 100,000 + 6,000 + 400 + 20 + 3
Population of Fresno, CA B 1 hundred thousand + 6 thousands + 4 hundreds +

Age in years Population Age in years Population 2 tens + 3 ones
Under 5 43,911 20 to 34 119,388 C one hundred six thousand, twenty-three
5 to 9 40,087 35 to 49 89,416
D 100,000 + 16,000 + 400 + 20 + 3
10 to 14 39,634 50 to 64 72,261
15 to 19 43,867 65 and over 46,101 E one hundred six thousand, four hundred three
1-57
F one hundred six thousand, four hundred twenty-three
8. How many children are under 10 years old? Show your work.
83,998 children; 43,911 + 40,087 = 83,998; 13. Tanya, Will, and Juan are playing a game online. Juan scores
Check students’ work. 101,473 points. Tanya scores 9,879 fewer points than Juan
and Will scores 9,853 more points than Tanya. What is Will's
score? Show your work.
9. How many people are between the ages of 35 and 64? Show
your work. 101,447; 101,473 – 9,879 = 91,594;
91,594 + 9,853 = 101,447; Check students’ work.
161,677 people; 89,416 + 72,261 = 161,677;
Check students’ work.
10. How many more children are under the age of 5 than
between the ages of 10 and 14? Show your work.
4,277 children; 43,911 – 39,634 = 4,277;

Check students’ work. *221
*221

Answer Key
Page 5 Page 6
14. There were 12,351 visitors to a history center last year. What 17. Match the number to the value of its 5.
is this number rounded to the nearest hundred? Explain how
Chapter Resources
you rounded. 36,458 5
• •
375,123 • • 50
12,400; possible explanation: there is a 3 in the
hundreds place. The digit to its right is 5, so 12,351 is 18,005 •
closer to 12,400 than 12,300.
• 50,000

52,789 • • 5,000
15. Arizona has a land area of 113,998 square miles. Wyoming 18. A total of 543,718 visitors went to a theme park during
has a land area of 97,813 square miles. How much greater August and September. If 321,654 visitors went to the theme
is the area, in square miles, of Arizona than the area of park in August, how many visitors went to the theme park in
Wyoming? Show your work and explain how you know the September? Show your work.
answer is reasonable.
222,064 people; 543,718 − 321,654 = 222,064; Check
16,185 square miles; 113,998 − 97,813 = 16,185; students’ work.
I estimated the difference as 110,000 − 98,000, or
12,000. The answer is close to the estimate of 12,000,
so it is reasonable. Check students’ work.
19. An ice-skating competition lasted three days. Day one had
1-58
an attendance of 16,390 people. Day two had an attendance
of 16,550 people. Day three had an attendance of 16,237
people. Write the days in order from least attendance to
16. Circle the choice that completes the statement. greatest attendance. Use pictures, words, or numbers to
show how you know.
equal to
10,000 less than 35,391 is 1,000 day three, day one, day two; possible answer:
greater than
16,237 < 16,390 < 16,550
less than
less than 25,391.

20. Carson made a four-digit number with a 4 in the thousands
place, a 4 in the ones place, a 5 in the tens place, and a 6 in
the hundreds place. What was the number?
4,654
*221 6723
Chapter Resources 1-41 Chapter 1 Test Chapter Resources 1-42 Chapter 1 Test
Answer Key
Sample Level 3 Response




Student’s Name Date
Prerequisite Skills Inventory
Personal
Item Standard Content Focus
Math Trainer
1 3.NBT.A.1 Round whole numbers. 3.NBT.1
2 3.NBT.A.1 Add rounded numbers to find an estimate. 3.NBT.1
3 3.NBT.A.2 Add whole numbers without regrouping. 3.NBT.2
4 3.NBT.A.2 Add whole numbers with regrouping. 3.NBT.2
5 3.NBT.A.1 Subtract rounded numbers to find an estimate. 3.NBT.1
6 3.NBT.A.2 Subtract whole numbers with regrouping. 3.NBT.2
7 3.OA.D.8 Solve multi-step word problems using models. 3.OA.8
8 3.MD.B.4 Interpret line plots. 3.MD.4
9 3.OA.A.1 Find a product using a model. 3.OA.1
10 3.OA.B.5 Multiply using the properties of operations. 3.OA.5
11 3.OA.A.3 Multiply with a factor of 6. 3.OA.3
12 3.OA.D.9 Identify a number pattern. 3.OA.9
13 3.OA.D.9 Identify and continue a number pattern. 3.OA.9
14 3.OA.A.4 Find a missing factor in a multiplication equation. 3.OA.4
15 3.NBT.A.3 Multiply by multiples of 10. 3.NBT.3
16 3.OA.C.7 Identify an equation that is part of a set of related facts. 3.OA.7
17 3.OA.B.5 Divide whole numbers resulting in a quotient of 1. 3.OA.5
18 3.OA.C.7 Divide by 10. 3.OA.7
Chapter Resources 1-63 Individual Record Form

Prerequisite Skills Inventory
Personal
Item Standard Content Focus
Math Trainer
23 3.NF.A.1 Divide a rectangle into two equal parts. 3.NF.1
24 3.NF.A.1 Identify the fraction of a model that is shaded. 3.NF.1
25 3.NF.A.1 Identify the fraction of a model that is shaded. 3.NF.1
26 3.NF.A.3d Compare fractions with the same denominator. 3.NF.3d
27 3.NF.A.3d Compare fractions with different denominators. 3.NF.3d
28 3.NF.A.3d Order fractions with the same denominator. 3.NF.3d
29 3.NF.A.3b Use a model to find an equivalent fraction. 3.NF.3b
Write a time to the closest minute given the position of the hour hand
30 3.MD.A.1 3.MD.1
and the minute hand.
31 3.MD.A.1 Determine elapsed time given a start time and end time. 3.MD.1
32 3.MD.A.1 Determine an end time given the start time and elapsed time. 3.MD.1
33 3.MD.A.2 Determine the relative size of one liter. 3.MD.2
34 3.MD.A.2 Select the most appropriate metric unit of mass. 3.MD.2
35 3.MD.A.2 Compare masses. 3.MD.2
36 3.G.A.1 Classify angles as right angles. 3.G.1
37 3.G.A.1 Classify angles as right angles. 3.G.1
38 3.G.A.1 Identify parallel lines. 3.G.1
39 3.G.A.1 Identify a quadrilateral given a figure. 3.G.1
40 3.G.A.1 Identify a quadrilateral given a description of its appearance. 3.G.1

Beginning-of-Year Test/Middle-of-Year Test/End-of-Year Test
Personal
Item Lesson Standard Content Focus Intervene with
Math Trainer
1 2.8 4.NBT.B.5 Use the properties of operations to multiply. R—2.8 4.NBT.5
Multiply a four-digit whole number by a one-

2 2.11 4.NBT.B.5 R—2.11 4.NBT.5
digit whole number with regrouping.
3 2.4 4.NBT.B.5 Estimate products by rounding. R—2.4 4.NBT.5
Relate a model showing partial products to a

4 2.7 4.NBT.B.5 R—2.7 4.NBT.5
multiplication equation.
5 9.3 4.NF.C.5 Find equivalent fractions and decimals. R—9.3 4.NF.5
Use decimal notation for fractions with

6 9.1 4.NF.C.6 R—9.1 4.NF.6
denominators 10 or 100.
Add fractions in tenths to fractions in

7 9.6 4.NF.C.5 R—9.6 4.NF.5
hundredths.
Determine the measure of an angle

8 11.4 4.MD.C.7 R—11.4 4.MD.7
separated into parts.
9 11.2 4.MD.C.5a Classify an angle. R—11.2 4.MD.5a
Use relationships between an angle and its

10 11.5 4.MD.C.7 R—11.5 4.MD.7
parts to find an unknown.
Relate the measure of an angle to fractional

11 11.1 4.MD.C.5a R—11.1 4.MD.5a
parts of a circle.
12 7.3 4.NF.B.3d Add fractions with like denominators. R—7.3 4.NF.3d
13 7.4 4.NF.B.3d Subtract fractions with like denominators. R—7.4 4.NF.3d
14 7.6 4.NF.B.3b Rename a fraction as a mixed number. R—7.6 4.NF.3b
15 7.8 4.NF.B.3c Subtract mixed numbers with renaming. R—7.8 4.NF.3c
Key: R—Reteach

Personal
Math Trainer
16 5.3 4.OA.B.4 Find common factors to solve a problem. R—5.3 4.OA.4
17 5.4 4.OA.B.4 Find a common multiple to solve a problem. R—5.4 4.OA.4
18 5.5 4.OA.B.4 Identify a prime number. R—5.5 4.OA.4
19 5.6 4.OA.C.5 Interpret patterns with a two-operation rule. R—5.6 4.OA.5
20 12.8 4.MD.A.1 Convert between units of time. R—12.8 4.MD.1
Recognize and apply patterns in related units

21 12.11 4.MD.A.1 R—12.11 4.MD.1
of measure.
22 12.9 4.MD.A.2 Solve a problem involving elapsed time. R—12.9 4.MD.2
23 12.10 4.MD.A.2 Convert between mixed units of measure. R—12.10 4.MD.2
24 1.1 4.NBT.A.1 Determine the value of a digit. R—1.1 4.NBT.1
25 1.3 4.NBT.A.2 Compare whole numbers. R—1.3 4.NBT.2
26 1.6 4.NBT.B.4 Add multi-digit whole numbers. R—1.6 4.NBT.4
27 1.7 4.NBT.B.4 Subtract multi-digit whole numbers. R—1.7 4.NBT.4
Use a formula to find an unknown measure

28 13.4 4.MD.A.3 R—13.4 4.MD.3
of a rectangle when given its perimeter.
29 13.1 4.MD.A.3 Find the perimeter of a rectangle. R—13.1 4.MD.3
30 13.3 4.MD.A.3 Find the area of combined rectangles. R—13.3 4.MD.3
Solve a real-world problem involving the

31 13.5 4.MD.A.3 R—13.5 4.MD.3
area of rectangles.
32 3.2 4.NBT.B.5 Use rounding to estimate a product. R—3.2 4.NBT.5
33 3.1 4.NBT.B.5 Multiply by tens. R—3.1 4.NBT.5
Key: R—Reteach

Personal
Math Trainer
Multiply two 2-digit numbers with
34 3.7 4.NBT.B.5 R—3.7 4.NBT.5
regrouping.
Multiply two 2-digit numbers with

35 3.5 4.NBT.B.5 R—3.5 4.NBT.5
regrouping.
36 7.6 4.NF.B.3b Rename a fraction as a mixed number. R—7.6 4.NF.3b
37 8.2 4.NF.B.4b Identify multiples of a fraction. R—8.2 4.NF.4b
38 8.3 4.NF.B.4b Multiply a fraction by a whole number. R—8.3 4.NF.4b
Multiply a mixed number by a whole

39 8.4 4.NF.B.4c R—8.4 4.NF.4c
number.
Use compatible numbers and basic facts to

40 4.5 4.NBT.B.6 R—4.5 4.NBT.6
estimate a quotient.
Solve a problem by dividing and interpreting

41 4.3 4.OA.A.3 R—4.3 4.OA.3
the remainder.
Divide a multi-digit dividend by a 1-digit

42 4.11 4.NBT.B.6 R—4.11 4.NBT.6
divisor.
Use place-value relationships and basic facts

43 4.4 4.NBT.B.6 R—4.4 4.NBT.6
to divide.
44 10.6 4.G.A.3 Identify the lines of symmetry for a figure. R—10.6 4.G.3
Identify lines, line segments, rays, and

45 10.1 4.G.A.1 R—10.1 4.G.1
angles.
46 10.4 4.G.A.2 Identify quadrilaterals. R—10.4 4.G.2
47 10.2 4.G.A.2 Identify triangles. R—10.2 4.G.2
48 6.4 4.NF.A.1 Find a common denominator. R—6.4 4.NF.1
49 6.2 4.NF.A.1 Multiply to find equivalent fractions. R—6.2 4.NF.1
Compare fractions with different

50 6.7 4.NF.A.2 R—6.7 4.NF.2
denominators.
Key: R—Reteach

Chapter 1 Test
Intervene Personal
Item Lesson Standard Content Focus
with Math Trainer
1, 3, 4, 19 1.3 4.NBT.A.2 Compare two multi-digit numbers. R—1.3 4.NBT.2
2, 11, 16, Describe whole number place value

1.1 4.NBT.A.1 R—1.1 4.NBT.1
17, 20 relationships.
5 1.5 4.NBT.A.1 Use place value to rename whole numbers. R—1.5 4.NBT.1
6, 7, 14 1.4 4.NBT.A.3 Round multi-digit whole numbers. R—1.4 4.NBT.3
8, 9 1.6 4.NBT.B.4 Add multi-digit whole numbers. R—1.6 4.NBT.4
10, 15, 18 1.7 4.NBT.B.4 Subtract multi-digit whole numbers. R—1.7 4.NBT.4
12 1.2 4.NBT.A.2 Read and write multi-digit whole numbers. R—1.2 4.NBT.2
Solve comparison problems with addition

13 1.8 4.NBT.B.4 R—1.8 4.NBT.4
and subtraction.
Key: R—Reteach


Chapter Resources - Chapter 1: Place Value, Addition, and Subtraction To One Million

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter Resources - Chapter 1: Place Value, Addition, and Subtraction To One Million

Uploaded by

Copyright:

Available Formats

CHAPTER RESOURCES • Chapter 1

Formative and Summative Assessment .......................................................... vi

Assessment Technology ................................................................................. vii

Data-Driven Decision Making ........................................................................ viii

Performance Assessment ................................................................................ ix

Portfolio Assessment ........................................................................................ x

Common Core Assessment Formats ............................................................... xi

Test Answer Sheet .......................................................................................... xv

Prerequisite Skills Inventory ........................................................................... 1-1

Beginning-of-Year Test ................................................................................... 1-7

Chapter 1 School-Home Letter (English) ..................................................... 1-17

Chapter 1 School-Home Letter (Spanish) .................................................... 1-18

Vocabulary Game ........................................................................................ 1-19

1.1 Reteach ................................................................................................. 1-21

1.1 Enrich ..................................................................................................... 1-22

1.2 Reteach ................................................................................................. 1-23

1.2 Enrich ..................................................................................................... 1-24

1.3 Reteach ................................................................................................. 1-25

1.3 Enrich ..................................................................................................... 1-26

1.4 Reteach ................................................................................................. 1-27

1.4 Enrich ..................................................................................................... 1-28

Chapter Resources iii Table of Contents

1.5 Enrich ..................................................................................................... 1-30

1.6 Reteach ................................................................................................. 1-31

1.6 Enrich ..................................................................................................... 1-32

1.7 Reteach ................................................................................................. 1-33

1.7 Enrich ..................................................................................................... 1-34

1.8 Reteach ................................................................................................. 1-35

1.8 Enrich ..................................................................................................... 1-36

Chapter 1 Test ............................................................................................. 1-37

Chapter 1 Performance Task ....................................................................... 1-43

Answer Keys ................................................................................................ 1-48

Individual Record Forms .............................................................................. 1-63

Chapter Resources iv Table of Contents

Chapter Resources v Overview

Chapter Resources vi Overview

Chapter Resources vii Overview

Intervention and Review Resources

Using Individual Record Forms

Chapter Resources viii Data-Driven Decision Making

Chapter Resources ix Performance Assessment

Chapter Resources x Portfolio Assessment

Chapter Resources xi Common Core Assessment Formats

Chapter Resources xii Common Core Assessment Formats

1a. 3,235 Yes No

Fill in a bubble for 1b. 3,514 Yes No

Example 2 Colten has 342 pennies in his collection.

For numbers 2a–2c, select True or False for

Example 3 Select the equations that show the Commutative

Fill in the bubble C 32 + 54 = 54 + 32

Chapter Resources xiii Common Core Assessment Formats

Example 6 Write the numbers in order from least to greatest.

Example 7 Match the pairs of related facts.

Chapter Resources xiv Common Core Assessment Formats

Test Answer Sheet

Chapter Resources xv Test Answer Sheet

2. The theater has 329 fixed seats and

Chapter Resources 1-1 Prerequisite Skills Inventory for Grade 4

campers campers 10. There are 4 jars for markers

8. A seamstress measured the lengths

How many ribbons are

Chapter Resources 1-2 Prerequisite Skills Inventory for Grade 4

13. Find the pattern used in the table.